Tuesday, 30 April 2013

Assume someone offered you a million dollars to become one of the great college teachers in the world.Given that much incentive, how would you approach the challenge?Well, my plan would be to break teaching down into all of its many basic components and study each one very carefully – looking for ways to make it better.I think you build a better machine by taking it apart so that you can analyze the individual pieces and try to improve each one.However, over the years, I have never actually had anyone suggest this approach as a way of becoming a better teacher.Improvement in teaching is more often talked about in generic ways.

My thought is that you need to select one specific component of your teaching and then focus on it for a while.How can I do this better?In fact, there have been many semesters over my teaching career where I spent the entire time trying to improve one particular aspect of my teaching.Then, the next semester I would choose some other component to study.

Okay, what brought all of this to my mind?

Andy Litteral, one of my friends and colleagues here at the Robins School of Business, gave a presentation two weeks ago describing a couple of “faculty learning communities” with which he has been involved this year. An informal group of faculty members would meet periodically to discuss a general topic (use of the case-study method, for example).They make presentations and discuss what they had discovered in their own explorations of the topic.They can continue to meet for an indefinite period of time until the topic had been exhausted.

I have long argued that many schools need to create a better forum to encourage faculty to discuss the subject of teaching among themselves.Unfortunately, we often wait for an administrator to form an official committee (which can then turn into a lot of work to accomplish very little). Perhaps the faculty should do this for themselves and forget the administration.

As Andy described it, the faculty learning community basically organizes itself (almost like a club) with the goal of examining a topic of interest and thinking about that topic more deeply.Only people who were interested in the topic would join but each member was expected to be an active participant. These community conversations apparently last until everyone feels that they have accomplished whatever is possible.

To me, faculty learning communities seem like a great idea.Obviously, such communities do not have to be about an aspect of teaching but they certainly can be.

After describing the workings of a faculty learning community, Andy broke the group that was present that day into teams of 5-6 faculty members.He asked each to come up with one potential topic to serve as a foundation for a community discussion next fall.That by itself was a great question – what would be a topic worth discussing?What would you like to explore with a group of faculty members?

Being overly opinionated, I suggested that my group discuss one of my favorite topics:student testing.If you have read this blog for long, you know that I always argue that “the way you test is the way the students will learn.”In my opinion, good testing has a very positive impact on student learning.

But what is good testing?Where do you get your questions?Should you reuse questions from year to year?Should you give essays or problems or multiple-choice questions or a combination?How do you test critical thinking skills?Should you give partial credit?Should you provide answer sheets?Should final exams be comprehensive?How do you handle students who complain that the grading was unfair?What happens if a student misses a test?

To me, those questions are all vitally important to doing our jobs well and I would love to be part of a faculty learning community to simply focus on testing for a year.I think that alone would make me a much better teacher.

But what other faculty learning communities could be set up around teaching?Here is where you can break teaching down into its various component parts and analyze each one so very carefully.

--Everyone says classes should be interactive but how do you get all students (and not just an extroverted few) actively engaged in class conversation?

--Preparation is a key for learning but how do you get students to prepare before they walk into your classroom?

--How does a teacher actually go about preparing for a class?What exactly does that entail?

--I am an accounting teacher.How do I help my students learn to write better?

--Schools are supposed to develop critical thinking skills.What exactly is critical thinking and how does a teacher develop that in a class?

--How do you teach classes of over 40 students?How do you teach online courses?

--Educational technology is becoming more and more prevalent.What works best and what doesn’t work as well?

Okay, I could go on forever.But here’s the point:If you really want to get better as a teacher, could you (yes, YOU) pick one of these topics or a similar topic and create your own faculty learning community at your own school?I would think that if you selected any of these topics and got a group of 3-8 interested teachers together to chat periodically and make presentations of what they have done, the entire group would become better teachers in a relatively short period of time.**

Added on May 4, 2013.Someone sent me an article about a law class at the University of Virginia (http://www.law.virginia.edu/html/alumni/uvalawyer/f12/flipped.htm) and I couldn’t help but notice the following sentences about looking at every aspect of teaching the class in order to make each part better:"I put all my materials and my course through an atomizer, and now I'm reassembling the bits in a whole new way," Verkerke said. "I've drawn the guiding principles for this new approach from research on teaching and learning, and from the insights of cognitive psychologists. The overriding goal is to harness the power of 'doing' to promote deeper learning for students."

Monday, 29 April 2013

Globalization created the opportunity to capitalize on cheap labor in developing countries. Although China remains the primary source of apparel manufacturing for many developed nations, the country’s demand for increasing wages has lead to the search for new labor markets. A new sources of cheap labor is Bangladesh—one of the poorest countries in the world, located in South Asia. Bangladesh has a population of approximately 160 million, and remains plagued by corruption, massive poverty and political instability.

A Deathly Shortcoming:

The cheap labor in Bangladesh has made it the second biggest apparel exporter—an industry worth $19 billion. The wages for the workers in Bangladesh are a meager $0.18-$0.26 an hour, while China’s workers average $1.34 an hour. This motivated many manufacturers, like Wal-Mart and Sears to shift its production to the country, allowing them to squeeze out a slightly higher margin. However, the working conditions for Bangladeshi workers include an added danger—poor infrastructure. The improper designs and structures, an obvious lack of safety measures and faulty electrical wiring in many garment factories has led to the death of a shocking number of people.

Incident #1:

Last November, a fire started in a garment factory with no emergency exits and led to the death of at least 112 workers, who were trapped inside. Many jumped out from the 8-storied building in an attempt to escape the torturous flames. The factory was owned by Tuba Group, which made products for Wal-Mart, Carrefour and IKEA. The fire department operations director of Bangladesh, Mohammad Mahbub, stated “Had there been at least one emergency exit through outside the factory, the casualties would have been much lower."

Incident #2:

On April 24th, a factory complex located in Dhaka, Bangladesh’s capital, collapsed and killed at least 362 people. The search and rescue operation is still in process, as hundreds of workers remain missing. This complex housed five huge garment factories and numerous other manufacturing operations. Although workers reported worrisome cracks in the building, the garment factories threatened to dock their workers’ pay if they did not return to work. The building collapsed soon afterwards, killing hundreds who were forced to work inside. A fire and mass protest broke our in the midst of rescue efforts. Bangladeshis are frustrated by the lack of safety precaution or even effort for improved conditions by the multinational firms that receive the end products.

Taking on Responsibility:

Although the government of Bangladesh hopes to enforce better working standards and demand more responsibility from national apparel companies, they fear that in response, the major players will take their business elsewhere—countries like Cambodia and Vietnam prove to be a viable alternative. According to the manufacturers association, textiles contribute about 80 percent of the Bangladesh’s exports. A huge chunk of Bangladesh's population remains dependent on the scanty wages from the garment factories and will have no choice but to return to work, as soon as the outrage dies down. With the government stuck in a delicate situation and with minimal incentive for multinational apparel companies—will Bangladeshi workers ever see better conditions?

Saturday, 27 April 2013

As I have mentioned, I will be giving a presentation in Anaheim in August at the annual convention of the American Accounting Association. I will be talking about this blog (and, hence, some of my ideas about teaching) for 75 minutes. (When it comes to teaching, I can easily talk for many hours.)

Over the last couple of years, I have written 166 entries on this blog. I think some have been pretty good but others have been rather stupid. In writing and in teaching, that is how it goes. Perfection is never my goal. I like to throw out a lot of ideas and hope that a reasonable number are helpful.

My idea for this presentation in August is that I will talk about some of the blog entries that have been the most helpful to teachers out there in colleges around the world. However, I can only guess at that. So, I would like to enlist some help from YOU.

If you think that any of these 166 essays have been especially interesting or insightful, please let me know. Just drop me a note at Jhoyle@richmond.edu and give me the title.

In teaching, you can usually look in the eyes of the students and know what is working and what is not working. Writing a blog is different -- there are no eyes for me to study, no body language for me to try to interpret. I do get email feedback occasionally but not enough for me to know which essays might have been most beneficial.

If there are one or two of these essays that you think I should discuss out in Anaheim, please let me know. I really would appreciate the help.

Tuesday, 16 April 2013

Sunday morning, my wife informed me that there was an article in the newspaper that I was really going to find interesting.My wife knows me well so I was immediately intrigued.The article was by Charles F. Bryan, Jr. and was titled “What Makes Great Teachers Great?”And, yes, I was certainly interested.

I found a lot about this essay to be very insightful.I was especially interested to note that it was not written by a faculty member or by an administrator.It was written by one of the leaders of a consulting firm.Often, I believe, we get too close to college education to see it clearly.I liked the idea here of having an outsider come in and study teaching with fresh eyes in order to provide his vision of what makes a great teacher.

Here, the author identifies seven common traits of great teaching.So, I have an assignment for you.Read about these traits and then give yourself a grade on how well you exemplify each of the traits.A is Excellent, B is Good, C is Average, D is Poor and F is Failing.

But don’t stop there.Now, pretend that you are one of your current students – a typical member of your class.For each of those seven traits, try to estimate what grade that student would give you.Try to get into the student’s head and see the class from that perspective.

Average the two grades for each trait and make a list of the seven from highest to lowest.

Identify the two traits with the lowest overall average.

Now you know where to spend some serious time if you (YOU) want to become a great teacher.What can you do over the next 6-12 months to pull those two traits up?It is always hard to improve if you don’t have a specific area or goal in mind.“Try to become a better teacher” is such a generic goal as to be rather useless.This exercise will direct your improvement to specific traits that need work as you move ever onward to become a great teacher.

(This article comes from the April 14, 2013, issue of The Richmond Times-Dispatch and is reprinted with permission from the newspaper)

Last year, our consulting firm assisted Hampden-Sydney College in developing a new strategic plan. Blessed with a dedicated faculty anchored in the liberal arts, Hampden-Sydney places special emphasis on teaching excellence.

Teaching excellence can be defined many ways. One student’s favorite professor may be another’s nemesis. Yet there are certain teachers and college professors who are universally regarded as gifted in their craft.

A surprising number of people who have achieved success in life credit teachers with having opened their minds to new concepts and opportunities. As such “teachers are the most important people in our society,” argues Pulitzer-Prize-winning author David McCullough.

What then constitutes a “great teacher?”

Our work at Hampden-Sydney made me particularly interested in that question. As a result, I interviewed a dozen current and former students from various schools, asking them to describe their favorite teachers or professors.

What made those teachers so good at their craft? The answers varied, but certain common traits emerged, seven in all.

Great teachers seem to possess most of the following qualities:

(1) Love of Their Subject. They love what they teach. That love is obvious and contagious, often rubbing off on students. Many of their students say, for example, “I really didn’t like history until I took his class. Now I love it.”

(2) Vibrant.They are enthusiastic and energetic. Their classes are vibrant and lively, usually punctuated with regular give-and-take with students. Here the teaching process is a two-way street.

(3) Up-to-date.Great teachers have complete command of their subject based on current scholarship, and they know how to present it in organized and understandable ways. There are no yellowed or dog- eared lecture notes in their classes. If they teach in technical fields, they stay up-to-date with constantly changing technology.

(4) Creative.They are creative and help students look at things from different perspectives. They challenge assumptions and help students learn how to think analytically and critically, and to see things in a different light. Virginia’s Standard of Learning testing requirements stifle creative teaching in public schools, according to many critics. A former high school principal, however, told me that the great teachers he knows have adapted to the SOLs and still do a superb job in the classroom.

(5) Demanding.Great teachers usually are not easy teachers. They keep their students on their toes and do not pander to them. Yet they attempt to bring out the best in their students without badgering or humiliating them.

(6) Relevancy.They have the ability to make their subject relevant so that students can see a connection to their own lives and the world around them.

(7) Trust.Their credibility is unquestioned, and they are trusted by their students, who sense that the teacher is honest, forthright and fair.

Great teachers have the ability to change the lives of their students. A friend of mine was drifting aimlessly in college, not sure what she wanted to do. Then she took an elective course in accounting with no real motivation in mind. The professor presented the subject in such an interesting way that my friend was hooked and eventually became an executive at a major accounting firm.

Hampden-Sydney College President Christopher Howard recalls when he initially refused to read “Huckleberry Finn” in high school. As an African-American, he was convinced that it was a blatantly racist and degrading story. But Howard’s English teacher persuaded him to give it a try. Initially reluctant, much to his surprise he found it to be a compelling story that took a scathing look at entrenched attitudes, particularly bigotry. Howard says that because of his teacher’s insistence, he was given a lesson on how to judge for himself and apply critical thinking, both of which serve him well to this day.

David McCullough not only has the rare trait of being a hugely successful writer, but also is one of the most compelling public speakers of our time. He attributes his success at the podium to modeling himself after his art history professor at Yale, whose classes were always packed to overflowing.

In reviewing the traits associated with great teaching, it could be argued that those same characteristics can be applied to any number of jobs outside of the academic world. Whether in sales, law, personnel management, the ministry, the armed services and, yes, even accounting, having enthusiasm, love of one’s profession, integrity, creativity and the ability to motivate others can serve almost anyone well.

People in professions outside the classroom, especially those in leadership positions, can also have a positive influence on those around them, and in that respect, they can be great teachers, too.

The author, Charles F. Bryan Jr., Ph. D., is managing partner of Bryan & Jordan Consulting. He is also president and CEO emeritus of the Virginia Historical Society.

Thursday, 4 April 2013

I got the nicest email a few days ago from the president of the American Accounting Association:“I am happy to give you some great news: you have been selected as the recipient of the 2013 Innovation in Accounting Education award for your blog, Joe Hoyle: Teaching -- Getting the Most From Your Students. The award was established to foster innovation and improvement in accounting education through ‘significant programmatic changes or a significant activity, concept, or set of educational materials.’”

I was really thrilled.

As a result, I will make a 90 minute presentation on August 7 at the AAA annual meeting in Anaheim.If you are going to be at that conference, I hope you will stop by.

And, I want to thank everyone who reads this blog for helping to spread the word.We have now had 78,000 page views over the years and my guess is that most of those hits came from you guys telling other folks about the blog.So I believe that the above award should be shared with you.Thanks!!!

**

For two days last week, Dennis Beresford – the former chairman of the Financial Accounting Standards Board – was on our campus.He gave talks and presentations to several hundred of our students as well as over 100 members of the local accounting community.It was a wonderful couple of days here at the University of Richmond.

At one presentation, a student in the audience asked “What piece of advice would you give to us as college students?”That was a very legitimate question to ask a person who has been so very successful in the business world and as a college educator.

I did not try to write down every word that Mr. Beresford said in response but I did love his answer and I want to paraphrase it here.He paused for a moment and then talked about students often being too interested in focusing on getting 120 hours of nothing but accounting.He spoke about the importance of gaining a broader education and coming to appreciate classes outside of accounting and business.

I wish I could have written down every word because it was a great answer.I could not have agreed more to what he said.A college education should be about creating a foundation for a thoughtful life rather than a quest for a first job.Understanding accounting is, of course, important but college needs to be about more than just making sure the debits equal the credits.If that is all a person wants to learn, life is going to be very dull.

After Mr. Beresford’s talk, I started thinking about how to encourage my students to develop that kind of attitude.I certainly want my students to learn lease accounting and pension accounting but I also want them to appreciate art, literature, and the like.How do you push a student to go outside of his or her comfort zone?

Luckily, registration for the fall semester is coming up so the selection of courses is on everyone’s mind at the moment.I quickly wrote a note to our seniors graduating in accounting and asked each of them to hit reply and tell me the name of the best course they had ever taken at the University of Richmond outside of the Robins Business School.I explained what I wanted to do and asked them to identify that special, non-business course.

Almost immediately, a long list of courses started pouring into my email account.Several students listed multiple courses they would recommend.I had not asked for any type of explanation but many of the students wrote out glowing comments about a particular course and what they had learned.

To me, the list was thoroughly fascinating including such courses as Hebrew Prophets, Justice in Civil Society, The Propaganda State, Minds and Machines, Leadership and Economic Policy, Thomas Jefferson and Revolutionary American, Introduction to Film Studies, Civil Rights and Civil Liberties, Lincoln, Saints and Sinners in Muslim Literature, Elementary Symbolic Logic, Introduction to Environmental Studies, and Global Women Writers.

The list was so interesting that I was ready to go back to college and take many of the courses myself.

Then, I sent an email to all junior accounting majors here at the University of Richmond.I started by discussing what Mr. Beresford had said.Then, I added the entire list of “best courses” and explained that some other student just like them had picked each of those courses as the very best (outside of the Business School) that they had taken in four years here.I strongly encouraged them to look at those courses and consider whether one or more wasn’t worth taking in the coming fall semester.

Did I change any minds?I certainly hope so.Students often need a little encouragement to explore going outside of their comfort zone.But, from my experience, most of them do not need very much encouragement -- a little goes a long way.This whole experiment probably took no more than 45 minutes of my time.But I might have gotten some of our Accounting students to broaden their education a bit.And, that, I think, is a worthy goal.Just like Dennis Beresford suggested.